scholarly journals The Relationship Between Self-Efficacy and Self-Confidence: The Mediating Role of Emotional Intelligence: A Study in Elite Athletes

2021 ◽  
pp. 155-162
Author(s):  
Serhat ÇETİN ◽  
İlhan ADİLOĞULLARI ◽  
Ender ŞENEL
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Elite Athletes ◽  
Mediating Role ◽  
Self Confidence ◽  
The Relationship

scholarly journals The Relationship Between Physical Activity and Emotional Intelligence in College Students: The Mediating Role of Self-Efficacy

2020 ◽  
Vol 11 ◽  
Author(s):  
Kun Wang ◽  
Ying Yang ◽  
Tingran Zhang ◽  
Yiyi Ouyang ◽  
Bin Liu ◽  
...  
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Mediating Role ◽  
The Relationship

Teachers' Emotional Intelligence and Self-efficacy: Mediating Role Of Teaching Performance

2019 ◽  
Vol 47 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Yingying Wu ◽  
Kunyu Lian ◽  
Peiqiong Hong ◽  
Shifan Liu ◽  
Rong-Mao Lin ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Mediating Effect ◽  
Teaching Performance ◽  
Mediating Effects ◽  
Mediating Role ◽  
The Relationship

We investigated the relationship between teachers' emotional intelligence (EI) and self-efficacy, and tested whether this relationship was mediated by teaching performance. Participants were 467 Chinese middle school teachers (312 women; 66.8%). They completed 3 questionnaires relating to EI, self-efficacy, and teaching performance. The results showed that the total effect of EI on self-efficacy was .61, indicating that higher EI is positively correlated with a higher level of self-efficacy. This relationship was partially mediated by teaching performance. In the mediating model for teaching performance, the direct effect of EI on teachers' self-efficacy was .23 and the mediating effect of teaching performance on the relationship between EI and teachers' self-efficacy was .45. In addition, both the direct and mediating effects were invariant across gender and teaching experience. These results indicate that an increase in EI largely enhances teachers' self-efficacy only when emotional skills are successfully used to improve teachers' performance.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

2020 ◽  
Vol 18 (1) ◽  
pp. 23-37
Author(s):  
Andreea Gheorghe ◽  
Oana Fodor ◽  
Anișoara Pavelea
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Complexity ◽  
Empirical Support ◽  
Task Conflict ◽  
Team Creativity ◽  
Mediating Role ◽  
Low Levels ◽  
Explanatory Mechanism ◽  
The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

scholarly journals The relationship between psychosocial factors and reported disability: The role of pain self-efficacy

2021 ◽  
Author(s):  
Antonio Varela
Keyword(s):  
Physical Activity ◽  
Chronic Pain ◽  
Low Back Pain ◽  
Psychosocial Factors ◽  
Self Efficacy ◽  
Pain Catastrophizing ◽  
Low Back ◽  
Mediating Role ◽  
The Relationship

Abstract Background Chronic pain in all its forms and the accompanying level of disability is a healthcare crisis that reaches epidemic proportions and is considered a world level crisis. Chronic non-specific low back pain contributes a significant proportion of chronic pain. Specific psychosocial factors and their influence on reported disability in a chronic non-specific low back pain (CNLBP) population was researched. Methods Psychosocial factors examined include fear, catastrophizing, depression, and pain self-efficacy. This cross-sectional correlational study examined the mediating role between pain self-efficacy and the specific psychosocial factors with reported disability. The study included 90 participants with CNLBP between 20 and 60 years of age. Participants completed the Fear Avoidance Belief Questionnaire, The Pain Catastrophizing Scale, The Patient Health Questionnaire-9, The Pain Self-Efficacy Questionnaire, and The Lumbar Oswestry Disability Index to measure fear of physical activity, pain catastrophizing, depression, pain self-efficacy, and reported disability, respectively. The study used multivariate regression and mediation analyses. Results The principal finding of the study was a strong inverse relationship between pain self-efficacy and reported disability. Further, pain self-efficacy was considered a statistic mediator for all psychosocial factors investigated within this data set. Pain self-efficacy was strongly considered to have a mediating role between reported fear of physical activity and disability, reported pain catastrophizing and disability, and reported depression and disability. Additionally, adjusting for age and reported pain levels proved to be statistically significant, and it did not alter the role of pain self-efficacy. Conclusion The results identified that pain self-efficacy had a mediating role in the relationship between the specific psychosocial factors of fear, catastrophizing, and depression and reported disability. Pain self-efficacy plays a more significant role in the relationships between specific psychosocial factors and reported disability with CNLBP than previously considered.

scholarly journals The Mediating Role of Self-Efficacy in the Relationship Between Coronavirus Anxiety and Suicide Probability

2021 ◽  
Author(s):  
Musa YILDIRIM ◽  
Ümit BAYIN ◽  
Özge AKINCI GÖKDAL ◽  
Mustafa KOÇ
Keyword(s):  
Self Efficacy ◽  
Mediating Role ◽  
The Relationship

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

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